MODEL UP-THINK UDL (UNIVERSAL DESIGN FOR LEARNING) DALAM PEMBELAJARAN MATEMATIKA UNTUK MENGUATKAN PARTISIPASI ANAK USIA DINI DI KELAS INKLUSI

Abstract

This study aims to describe and analyze the forms of participation and early mathematical thinking processes of young children in mathematics learning based on Universal Design for Learning (UDL) through the UP-Think approach in inclusive classrooms. A descriptive qualitative case study design was employed in one early childhood inclusive classroom consisting of typically developing children and children with special needs. Data were collected through non-intervention classroom observations, video recordings, teacher interviews, and document analysis. The main research instrument was an observation sheet on participation and mathematical thinking processes, validated through expert judgment and tested through a small pilot and interrater agreement. The findings reveal that UDL principles facilitated diverse forms of participation, including active–initiated, active–responsive, collaborative, and limited participation, depending on individual characteristics and instructional support. Children’s mathematical thinking emerged through actions such as classifying objects, recognizing patterns, comparing sizes, sequencing, and providing simple reasoning, expressed both verbally and nonverbally. The integration of UDL and UP-Think expanded children’s access and opportunities to express their mathematical understanding through multiple representations. The study concludes that the UP-Think approach within the UDL framework strengthens participation and enriches early mathematical thinking processes in inclusive early childhood settings. This research contributes an operational framework for early childhood teachers to design, implement, and evaluate inclusive mathematics learning and offers a foundation for future studies on inclusive early mathematics.